"Intellectuals solve problems, geniuses prevent them." Albert Einstein Instructional design-time guidelines are one of the keys to training project planning. A common industry standard used is a range of 25-60 hours (or days) of design/development time for one hour (or day) of instructor-led training. Of course, this ratio varies by delivery strategy. For example, in e-Learning, the ratio is higher (75-500:1). In spite of this standard, a consistent comment you hear from participants in a design workshop is "I wish I had that much time!" As their expertise lies elsewhere, management and sponsors do not necessarily have a background in training. Therefore, their expectations on how long it takes to design effective training may be unrealistic. As trainers and employees, we are very solution-oriented. If someone asks us if we can roll out training by a given date, our answer is often, "Yes! Of course, we can." But anyone familiar with all the parts of the Instructional Systems Design model (ISD) or Analysis, Design, Development, Implementation, Evaluation (ADDIE), knows there are many time-consuming steps necessary to design training that will be well-received by the learners and result in performance improvement. How do we get the time necessary to put solid training together? Here are three suggestions: Track organizational historical norms. What instructional design-time is typically allowed within your organization to design training? If a requested deadline falls well below the historical ratio, it certainly would indicate a discussion or negotiation point. Track results. By tracking the design-time that has gone into projects (both successful and unsuccessful), you may be able to link success to the resources, and more specifically, the time devoted to a project. Educate stake holders. Be proactive. Reach out to managers, decision-makers, and potential sponsors. Let them know what is involved in a design project and how much time it typically, or ideally, takes. Take advantage of the following opportunities: The Classroom:  Offer to speak at new-manager training courses. Staff Meetings:  Offer to make a brief presentation. Company Newsletter:  Offer to write a short article. The bottom line is, we will try hard to meet deadlines when addressing a training objective, but better organizational results will come from more generous organizational resources. The organizational resource that should be at the top of the list? Time! Paul

I don’t know if you can relate, but for many of us, the thought of managing a project is usually accompanied by fear and plenty of anxiety. You see, I’m all about the big picture! I can envision what I want the future to look like but please don’t ask me to think about the details. Unfortunately, I’ve heard that "countless, unseen details are often the only difference between mediocre and magnificent." I don’t know about you, but I certainly don’t want to be mediocre! Successful project management really comes down to two things: documentation and communication. Thankfully, Langevin has incorporated these items and developed a Project Management Cycle that works for any project you’ve been asked to manage. And let’s face it, when you manage a project well, your overall credibility goes up in the organization. Specifically, the Cycle is made up of the following 4 steps:  (1) Concept, (2) Planning, (3) Execution, and (4) Close-Out. The Concept phase is all about "Do you get it?" Do you have a clear understanding of the big picture and what has been asked of you? Here’s where you identify the deliverable, the audience, the updates and documentation required, your scope of authority, and expected politics. You also write the project’s objective statement, identify the overall project risks, conduct a stakeholder analysis, and clarify what organizational support is required for the project to succeed. In the Planning phase, you’re putting it all together, meaning you’re breaking it down into pieces and figuring out who is doing what. More specifically, you create a work breakdown structure, estimate time, identify staff and resources, identify constraints, chart the schedule, and select vendors. In the Execution phase, you get it done. Now, at this point, you probably aren’t doing the work, but, just as important, you are supervising the project’s development. You assess the project status, take appropriate action, conduct meetings, build team cohesiveness, and of course, resolve any conflict that may develop. In the Close Out phase you examine the finished product. Specifically, you edit the materials, validate, deliver the product, and document the lessons learned. I’ll admit that project management is near and dear to my heart these days because I’m managing one of the biggest projects of my life - MY WEDDING! Yes, I was filled with a bundle of nerves and anxiety until I pulled out my Langevin Project Management Manual. The four steps have simplified my life! So, how does the Concept phase fit into my wedding? I have to be clear on the end result, my scope of authority (I can’t forget my fiancé in all this), and the expected politics! Can you say, "Seating Chart?" I’ve also begun the Planning phase, thinking about the venue, caterer, flowers, music, photographer, and guest list, just to name a few. I’m not in the Execution phase yet but trust that my facilitation and communication skills will come in handy (and save me from any bridezilla moments). I’ll have to get back to you regarding the Close Out phase but I’m confident that the finished product will be fabulous! Many thanks to Langevin for giving me the tools to plan a successful wedding! Check out our Project Management Course and you too, can benefit from many successful projects back on the job. Marsha

One of my favorite Ben Franklin quotes is; "When you are finished learning, you are finished." Learning, and therefore developing ourselves, should be an on-going process, and not just something we do when we go, or return, to school/college, or when we get a new job, for example. As trainers, professional growth needs to be an on-going process because our increased skill-set will directly impact our learners as well as the whole organization. There exists an unlimited assortment of data on the subject of professional growth. In the following paragraphs, I would also like to make my contribution on this matter. A critical component of professional growth is comparison. A dedicated professional should be aware of his/her strengths and weaknesses. By learning new skills that will help us make adjustments to improve upon our weaknesses, as well as make enhancements towards our strengths, we should see growth. This growth provides us with the valuable data that we need to be able to compare our previous performance to our current performance. I liken the approach to a marathon runner who is constantly training and developing him/herself for the goal of lowering the time it takes to finish a race. A locked-in goal gives us focus and a determination to improve. A constant comparison of our performance also keeps us sharp. In conclusion, I would like to provide an invaluable tip about comparison. Do not compare yourself with others, because the outcome is often either a feeling of superiority over others, or a feeling of inferiority because of our perceived inadequacies. Either way it is a lose-lose approach. Focus on yourself instead, because that is the only thing that you can control. What’s your number one tip for professional growth? Ron

I recently had the opportunity to review a web-based training module designed by an experienced designer of instructor-led training. This was her first attempt using an e-Learning authoring tool and applying her instructional design skills to e-Learning. When reviewing an on-line tutorial I focus on three key areas: instructional soundness, functionality, and graphical appeal. In order for the WBT tutorial to be successful it must satisfy all three of these key areas. If it is graphically appealing and functional, but doesn’t teach anything (that is, not instructionally sound), then it will not be successful. Similarly, if it is instructionally sound and looks good, but doesn’t work properly, then it will frustrate learners, hindering their success. To be successful, a WBT tutorial needs to address all three key areas. Here are some of the specific items I look for when reviewing a WBT module: Instructional Soundness Instruction is based on tasks and steps at a level of detail targeted to the learners.  The objective of the module is well structured. The amount of practice is adequate. Auto-direct feedback is timely, clear, and relevant. A variety of question types are used in quizzes. Functionality The module is easy to navigate. Audio quality is good. Instructions are clear. A variety of media is used. A progress bar is used to let learners know where they are in the module. Graphical Appeal Text is easy to read. Color pallet is appealing. Overall look and feel is appealing. Cosmetic graphics are kept to a minimum. This instructional designer’s first attempt at building an on-line tutorial was a success. She focused on the three key areas, and with a few minor revisions, is ready to validate the tutorial with a group of learners. Her success was greatly enhanced by her ability to apply the knowledge and skills learned in Langevin’s "Designing Web-Based Training" workshop. So, when it comes to designing successful WBT, remember two out of three isn’t enough; all three key areas must be addressed. Steve

In a recent Training Manager workshop, we had a spirited discussion relating to New Employee Orientation (NEO) and Onboarding programs for new employees. It started when I asked the group to define the difference between these two terms, as I’ve heard them tossed around a lot lately and often times interchangeably. During the discussion I posed the question "What constitutes an effective onboarding program?" What I received was a bunch of conflicting opinions. Post-workshop, I took this ‘hot topic’ to our SMEs at Langevin’s Alumni Group on LinkedIn. Here’s the skinny on the Orientation/Onboarding debate: To begin with, most of our Langevin Alumni agreed that "Orientation" and "Onboarding" are not necessarily the same thing, although in my experience, it really seems to differ from one organization to the next. One LLS Alumnus defined orientation as the provision of information specific to what a new employee might need to know about the company they’ve joined and the culture where they’ll work (org chart, benefits, code of conduct, harassment, compliance, etc.). Often it is the training department that conducts these sessions and they can be done in a variety of ways (ILT, technology-based, or paper-based). Onboarding is defined as the knowledge and skill an employee will need to perform their job function (synonymous with how Langevin defines training) and can take place via classroom instruction, on-the-job training, e-Learning or a blended approach. Again, many organizations marry the two and simply call the mainstreaming process of a new position, onboarding. One thing everyone did agree on is that this process, whatever you want to call it, is a crucial element to both individual and organizational success and establishes a strong foundation for the future. So, just what is the key to a good onboarding program? Michael Watkins, author of The First 90 Days and renowned leadership transition expert, offers guidelines for successful employee onboarding programs. Below are five simple steps to make a great first impression on your new employees. Clearly define the job role and represent it honestly. Few things are more disappointing to a new employee than the realization that the job they were offered is far different from what they’ll actually be doing. Misrepresenting the employee’s new role destroys trust immediately, after which no amount of orientation efforts can undo the initial damage. Consider creating a task list for new employees (according to their role), clearly stating what they will do on the job. Have all relevant paperwork ready. Make sure all administrative forms, such as employment, direct deposit, and benefits are ready to be completed on day one so the new employees can begin to focus on the more job-specific content. Clarify the company culture. To avoid future confusion (or embarrassment), provide employees with company information, policies, dress code, etc. If the organization has a New Employee Handbook (which your training department may help to create), distribute it early and make sure all employees know how to use it. Create a written plan detailing job objectives and standards. Documented objectives and expectations help diminish any confusion about a new employee’s job function and opens up the floor to discuss concerns or new opportunities. If documented standards don’t exist in your organization (sounds crazy, right - it happens all the time), you may have to create them (a.k.a. task analysis). Think beyond the first few days. After sixty to ninety days, request formal feedback on the new employee’s experience in your NEO/Onboarding program. You can also solicit feedback from the employee’s supervisor. Take this opportunity to address any issues or concerns as well as to note any accomplishments so all parties are confident that the new employee is poised for success in his or her role. Now, I’d love to hear from you, Langevin Alumni! What training, resources, and other events make up your organization’s onboarding program? Melissa

In part 1 of this three-part blog series, I discussed the first of three influence styles proposed by John R. Hook in his book, The Agile Manager’s Guide to Influencing People—logic. The second influence style the author mentions is called common vision. This style often includes a bit of logical and factual information, but it also appeals heavily to the values and emotions of the person you are trying to influence. The common vision style specifically focuses on the individual’s hopes and aspirations. The influencer attempts to generate excitement about a better future for which the other person values (either for him/herself, others, or the organization). Mr. Hook, the book’s author, shares a personal example of using the common vision style. He describes a situation where he attempts to "sell" an idea to his superior, a university president. Based on the description provided, the president likely possessed the traits of a visionary personality (e.g. insightful, idealistic, committed to a cause, etc.). Mr. Hook approached him accordingly, using common vision influence. The example gives a detailed account of the following scenario:  As a way to generate extra revenue for the university, Mr. Hook proposes the idea of establishing a management development center. The premise was to have local business leaders pay for consulting services from faculty members who were employed in the university’s school of business. Logical arguments were made to the university president; however, according to Hook, his superior wasn’t sold on the idea, until he finally persuaded him with a common vision argument. In his own words, Hook addressed the president by saying, "When we get the center operating, we’ll have our business school faculty in the boardrooms of many local businesses. People will recognize that our faculty members, who can do a good job with these senior managers, must be doing a great job with students at the college. The reputation of our institution will undoubtedly grow." Because the university president was a visionary, "big picture"-type of thinker, and was committed to the growth and development of the university, Mr. Hook was successful in using a common vision influence style to encourage the president into agreeing to his idea. Have you ever used a common vision approach when trying to influence someone? Did it prove to be a successful strategy? I’d love to hear your success stories, or lessons learned! Stay tuned for the third and final installment of this three-part blog series in which I’ll discuss the third influence style proposed by John R. Hook: mutual participation. Jeff

Achieving success is an ongoing process of learning and growing. All of our experiences become teachable moments during our journey to become the best that we can be. As a trainer, it is important to incorporate our life lessons into our training. I have narrowed some of my lessons into "Linda’s Four C’s." Confidence - Having a background in theatre, I learned early on that showing fear during an audition or a performance did not benefit me. Through regular practice I learned to control my nervousness and anxiety. You may be familiar with the commercial that states, "Never let them see you sweat." When I observe someone who is visibly nervous, I find myself breathing for them. I really want them to succeed. Our learners want us to succeed as well. However, they need to feel confident in our ability to train. It’s important for us as trainers to trust what we know and to project confidence in our delivery. We cover this in more detail in our Instructional Techniques for New Instructors Workshop. Commitment - As an actor, I had to commit to my character, learn my lines, and show up prepared to perform. Without that commitment I am a huge disappointment to myself, to my fellow actors, and to the audience. In training we have to learn our content, commit to our learners, and show up prepared. It is important to embrace high standards and successful results. All of this requires our commitment. Creativity - Theatre is all about creativity. It is important for the actor to breathe life into the lines and lift them off the page and make them live. As trainers we must breathe life into our material so that we can set our learners up for success. I often hear trainers complain that their material is dry and boring. I believe it is our job to infuse our creativity into the instructional design and delivery of our training to spice things up. This can be done by using brainteasers, icebreakers, games, storytelling, and music, etc. The list is endless. However, we must be willing to take risks and step away from our comfort zone. Compassion - Actors must experience compassion for the characters they take on, particularly if that character possesses traits that are totally opposite to who the actor really is. As trainers, it is important that we show compassion to our learners. Often we are faced with adult learners who demonstrate challenging behaviors. These are the learners who attempt to push all of our buttons. It may not be easy, however, it has been my experience that showing compassion in the class or during an off-line conversation proves (more times than not) a real game changer. There’s a quote that states, "People don’t care about how much you know but how much you care." It is also important to show compassion for ourselves. Trainers want to do a great job and when things don’t go as planned we can often become our worst critics by focusing on everything that is going wrong while forgetting to acknowledge all that is going well. It’s important to remember that we too are human. We can have a bad day and we can, and will, make mistakes. These mistakes provide an opportunity to learn, grow, and do better the next time. I have found that when I consciously walk into the classroom armed with my Four C’s - Confidence, Commitment, Creativity, and Compassion, I am setting myself and my learners up for a successful day of training. I hope you will enjoy adding "Linda’s Four C’s" to your training toolbox! Linda

Color me crazy but I’ve always been a big fan of color. We start learning the primary colors as children, graduate to the 64-color Crayola crayon box as older children, and finally, as adults, we go totally crazy at the interior paint store trying to decide between misty blue and cabana green for our walls! The internet provides lots of information about how color affects our central nervous system, moods, and emotions. In 1986, researchers at the University of Minnesota along with 3M Corporation® did a study to measure the effects of color used in audio visual aids on employee attention and comprehension. They found that when black and white slides were replaced by colored ones, the audience attention and comprehension improved by 43%! So, how can we benefit as trainers from this conclusion? When we choose to use PowerPoint slides, Kevin Lerner, Founder of The Presentation Team Marketing Company, offers these tips: Blue - Blue is a common background color that has a calming and conservative tone which slows the breathing and pulse rates. Green - Green is a great color to promote interaction between learners. Red - Red is the most influential color but be careful as it can have negative cultural connotations. Do not use red for financial tables or charts. Yellow - Use yellow in small amounts to highlight key points or to draw attention to something. If you use yellow as a background color it may create feelings of frustration and anger. Black - Black can be used for a background color as well. It is also powerful when used as a fade-in color to communicate finality. White - White communicates purity and simplicity. Use white when you want learners to focus on the message. Purple - Since purple communicates wisdom and spirituality, purple is a good color for emotional or spiritual presentations. These colorful tips can help your slides effectively promote learner engagement, attention, and retention, but remember, slides are only one small part of a successful course. Be sure to include plenty of hands-on practice exercises as well! Do you have any colorful slide tips to share? Lynne

The end of a workshop can be a critically important time. Certainly, it is the final chance to reinforce the learning that occurred during the training. However, a strong, well-organized ending serves other important functions as well. Let’s be honest, for many of us, "The End" happens just before the end-of-course surveys are handed out—and, of course, we want our participants to be in a very positive mood when those are completed! Additionally, "The End" is also a marketing opportunity. If your participants walk out of the room feeling as though their time was well spent, they are more likely to speak well of your training to their peers and supervisors, and willingly return for more training in the future. So, what should be included in the ending? These are some of the things I generally include: Restate the workshop summary objective. What was the main focus of the training? At the beginning of each workshop, I survey the participants for the most important things they want to get from the workshop. As we accomplish each item, I check them off and then refer to the key points at the conclusion of the workshop. Ask the participants to share their most valuable "take-aways." This reinforces relevant skills and knowledge that might not have been recognized by others in the workshop. Encourage participants to use their new skills back in the workplace to obtain their personal return on investment for the time spent in the classroom. A short discussion about relapse prevention is valuable. There are many reasons not to incorporate what was learned in day-to-day operations—that is, relapse into the old way of doing things. Using new skills is always a little more challenging at first because it takes time, thought, and effort and co-workers or supervisors may be resistant. A relapse prevention strategy includes identifying the obstacles the may arise in practicing the new skills, while still in the supportive environment of the classroom, along with strategies for recognizing and overcoming these obstacles. Developing these strategies before the obstacles arise is vital for preventing relapse in the workplace. Recognize the participants’ accomplishments or certifications and thank them for their hard work during training. A strong closing quote or statement is a nice way to wrap up the ending. For example, Mia Hamm’s statement "I’ve worked too hard and too long to let anything stand in the way of my goals. I will not let my teammates down and I will not let myself down." Plato said "The beginning is the most important part." He was right, but for us, as trainers, "The End," our last chance to interact with our participants in this workshop, is nearly as important. Paul

It is difficult to give feedback, and it can certainly be difficult to receive if it is not done properly. The last thing we want to do is attack someone or make that person feel bad. I can think of one television program in particular that became famous for how one of its judges gave feedback to the performers. Of course, I’m referring to Simon Cowell. People tuned in to American Idol each week to hear how vicious and cruel his comments could be. In the training world we’re constantly giving feedback to our learners. If we’re going to be effective, it’s important to change how we view feedback. Really, it’s like a gift we give our participants by helping them improve their skills. In our Instructional Techniques for New Instructors workshop we offer the following tips for effective feedback:  After every response or exercise learners should receive feedback. Give feedback at the earliest opportunity. Be sure the learner wants the feedback rather than imposing it. Be as specific as possible. Try to express feedback positively rather than negatively. If negative feedback is necessary, point out what was positive before dealing with the negatives. Say things like, "I would have preferred it if you had…" or "I had difficulty when…" Try to avoid saying, "You should…" Be descriptive rather than judgmental. Interestingly enough, as trainers, we are also on the receiving end when we get the learners’ feedback at the end of the session. I’ve always said that good feedback improves morale but it’s constructive feedback that improves behavior. Trust me, I enjoy getting positive comments from participants - it makes my day - but I remember every constructive comment that I’ve ever received in all my years with Langevin. I’ve learned from those comments and incorporated the suggestions I received. Some of the feedback I have received has been related to my presentation skills, for example, "Watch the fidgeting." Other times it was relevant to my facilitation skills, "Sometimes the discussion went on too long." These suggestions have made me a better trainer and therefore, more effective in my job. When I give feedback, I view it the same way. I’ve made someone better and more effective in his or her job. So, are you able to give effective feedback? And conversely, are you able to receive it? Marsha